Research On Life Oriented High School Writing

This paper argues that in the context of full implementation of the new curriculum, practice of new ideas, advocation of new models, vigorous promotion of curriculum reform and changes in the teaching methods, large numbers of middle school Chinese teachers have made valuable explorations on writing education. However, due to the special nature and complexity of writing instruction, these explorations in the teaching practice have not achieved significant results. Guided by the baton of evaluation to the college entrance examination of writing, high school students are constrained by their study experience, therefore, writing teaching more or less are divorced from reality.Through analysis, this dissertation will reflect the current status of writing instruction, and conclude that, divorcing from real life lead to the lack of efficiency in writing instruction. Mr.Tao Xingzhi once observed:"life oriented" writing instruction is theoretical reference and practical research of life education in the field of writing instruction. According to the expericences and achievements obtained in my teaching practice, I will refer to the close relationship between writing instruction and life, then put forward some tactics in this dissertation.This dissertation is divided into five chapters. Chapter One is the instruction, illustrated the significance of life to writing and writing instruction, explored relevant theroies and teaching experiences of writing of China and foreign countries. Chapter Two is the overview, made a theoretical definition of the connotation of life oriented writing. Meanwhile, in this charpter, I summarized the characteristics of life oriented writing into four groups:first, subjectivity; second, practicalness; third, experientiality; fourth, individuality. Chapter Three concerns writng and life of students. Clarified the actual condition of writing for the college entrance examination and high school writing instruction. Hence, I proposed that, focus on life of student, reform of writing instruction can start from steps of examination composing, teachers and assessment. Chapter Four describes teaching strategies and practical operation of life oriented writing. It is argued that, the teaching strategy of life oriented writing is twofold:First, create a platform to integrate life and writing; second, update teaching methods, string life and writing together. Therefore, based on years of teaching practice, the author summarizes five writing activities of "three-minute presentation before class, " activities of report writing ", "composition of class Journal " and "network writing class" and " experience of writing ", etc. Each activity comprises three parts of "activity design", "process tracing", and "thinking and feeling". Chapter five is conclusion and reflection. The main points in this part are:1, In writing teaching, teachers should run advanced ideas of education and humanistic thoughts through all aspects of teaching; thus, to mobilize the student's initiative, to activate internal driving force of writing, to guide them displaying real life and their sentiments from different angles, then gradually internalize their experience and feeling of life into ability, So as to promote self-improvement and development of individual students.2. Concerns for the cognitive psychology of students, to encourage students to write boldly, to lead them telling the truth, expressing the truth, seeking the truth in their composition, thus, to achieve the unity of life and writing, ideals and reality, objective subject and creative subject.3. To link students'life together with students'writing activities, to make it clear that, writing topics are rooted in real life, and impressions are flowed from real life as well. Therefore, students can enjoy authentic writing experience and feel the joy of writing in life. Thus, the author made arguments about the following issues:1. How to position our high school writing instruction? 2. What is the effective teaching process of life oriented writing? 3.How far between life oriented writing instruction and ideal writing instruction?Reform of new curriculum requests writing instruction to go the way of life, so that students can writing in life, to experience life in writing. As high school Chinese teachers, we should take a wholistic view of teaching, making writing instruction life-related, introducing life into writing. Only in this way, student writing could be colorful and brilliant.